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d'impression  ou  d'illustration  et  en  terminant  par 
la  dernidre  page  qui  comporte  une  telle 
empreinte. 

Un  des  symboles  suivants  apparaitra  sur  la 
dernidre  image  de  cheque  microfiche,  selon  le 
cas:  le  symbole  — ►  signif ie  "A  SUIVRE",  le 
symbole  V  signifie  "FIN". 

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film^s  d  des  taux  de  reduction  diff6rents. 
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et  de  haut  en  bas,  en  prenant  le  nombre 
d'imagas  nicessaire.  Les  diagrammes  suivants 
iilustrent  la  m6thode. 


/  errata 
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THE 


CHAUTAUQUA 
TEXT-UOOKS. 


—•2^ 


No.  FOBTY-ONB^Iqj  cONCiftBSSL 

THE  ■-■-.-  '-.^■■--*- 

:EPER  BEFORE  HIS  CLASS.. 

■   BY  JAMES  L-.H^.-"/> 

V    ^.MiU'Z^' 

NEW  Y0RI*<ij7>'"^WT''  ••'^'      - 
r  HIT,  MPS    &    HlT^WL-—     - 

CINCINNATI : 
WALDEN    &   STOWE. 

18S3. 


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Coryright,  iSfl^.  by 
PHIfc-l-IPS     ^     HUPJ 
New  Vork. 


fl-  dV3}i 


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S8>  hy 

St      HUNT, 

.rk. 


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THTC 

TEACHER  BEFORE  HIS  CLASS. 


I. 

THF  TEACHER  SHOULD  BE  HEFORE  HIS 

JJss   In.)  h.s  class  shoulu   be 

UEFORE  HIM. 

IT  i<i  a  very  difficult  matter  forj^^  ,^"» 
eacher  to^gain  and  keep  the  fixed  at 
tention  of  his  pupils  even  when  they  c^^^^^ 
see  his  face,  and  be  interested  by  its  vary 

sit  behind  their  teachers  without  being 
^Sve  and  disorderly,  and  yet  very 
manv  Sunday-school  teachers  always  seat 
ren^selves  close  to  the  central  pupHs  -n 
herdasses.  apparently  blissfully  uncon- 
scious of   the   fact  that  they  are  out- 


1 

J 


4       '/'//(•   Teacher  Hr/ori'  His  ClasiS. 

flanked  on  both  sides  I'y  tlieii  own 
scholars.  The  pupils  inual  bo  in  front  if 
they  are  to  be  kept  in  order  and  tauj^ht. 
We  never  choose  seats  l)ehincl  a  lecturer 
or  preacher.  We  do  not  i)ut  pads  Ijehind 
a  pump  when  we  wish  to  till  ihein. 

II. 

WHAT     SirOULD     THE     TF.ACHKR     HAVE 
WITH    HIM  ? 

i.  He  should  have  his  own  Bible 
with  him.  The  use  of  "Question 
lJooi<8"  and  "Lesson  Papers"  has  been 
greatly  misunderstood,  and  this  misunder- 
standing has  led  to  several  mistakes,  one 
of  the  most  serious  of  which  is  the  substi- 
tution of  the  "  Question  IJook  "  and  "  Les- 
son I'aper  "  for  the  Bible  in  Sunday-school. 
This  should  not  be  done.  The  practice 
of  asking  the  book  questions  and  accept- 
ing only  the  book  answers  cannot  fail  to 
destroy  the  interest  of  both  teacher  and 
pupils  in  the  lesson,  and  to  dwarf  rather 
than  develop  intelligence.  Such  a  pr.ic- 
tice  has  no  claim  to  be  called  teaching. 
Teachers  and  pupils  sliould  have  Bibles, 
and  these  siiould,  so  far  as  possible,  be 


t 


I 
± 


/•<■  His  CfiibS. 

des  I'y  ''^«^"'  "^'" 
lual  be  in  front  if 
Drder  and  tauj^ht. 
l)fliinil  a  IfclurtT 
ot  put  pails  Ijcliinil 
tu  fill  litem. 


TF.ACHKR     HAVE 
IM  ? 

9  his  own  Bible 

se  of  "Question 
Papers  "  has  been 
and  this  misunder- 
■erai  mistakes,  one 
vhicii  is  the  subsli- 
Hook  "  and  "  Les- 
e  in  Sunday-school. 
)ne.  The  practice 
slions  and  accept- 
vers  cannot  fail  to 
'  both  teacher  and 
A  to  dwarf  rather 
ice.  Such  a  pr.ic- 
be  called  teaching, 
hould  have  Bibles, 
far  as  possible,  be 


t 


1 

i 


T.ai/i.r  liiforc  His  Class.       5 

their  ow».    The  reasons  for  the  use  of  the 
li.bk- in  the  class  are  obvious: 

,    To  shqvv  the  necessity  for  The  lU.ok 
and  thereby  increase  the  pupil's  reepect 

(or  it. 
2.  For  reference.  ,,■<,., 

3  To  teach  the  pupils  to  he  duly  mflu- 
enced  by  the  literal  word  0^0°^ 

4  For  explanation  and  interpi  eta- 
tion  of  passa^-es.  One  portion  of  Script- 
iTis  generally  best  illuminated  and  ex- 
plained by  a  comparison  with  others 

'  To  familiarize  the  pupils  with  he 
contents  o.  the  book.  The  only  possibk 
Tvay  to  do  this  satisfactorily  .s  by  system- 
atic use.  No  Sunday-school  pupil  should 
be  found  looking  for  •'  Timothy"  or "  Jude 
in  the  early  part  of  the  Bible. 

It   is   desirable   that   the   teacher   an.l 
every  pupil  should  each  have  his  own 

^?^To  lead  the  pupils  to  take  better  care 
of  their  Bibles,  than  would  be  taken  ot 
those  that  belonged  to 'he  school. 

2.  Ownership  leads  to  interest  m  the 
thing  owned,  and  every  means  shouUlla 
taken  to  increase  the  pupil's  direct  per- 
gonal interest  in  the  Bible. 


J 


J 


(,      The  Teacher  Before  Hi*  Chsf. 

3.  In  order  to  secure  facility  in  i^l'T- 
lin- to  rffiuircd  passa-cs. 

4    In  order  that  notes  may  be  inserted 

from  time  to  time,  and  passaKCS  of  special 

interest  marked  in  some  systenulu:  way. 

These  will  make  the  Bible  peculiarly  one  ■» 

own.  , 

c    In  order  that  teachers  may  be  siir- 

that  every  pupil  has  a  Uible  at  home  ni 
which  to  study  the  lesson. 

There  does  not  seem  to  be  any  valid 
reason    for   supplying  scholars  with  the 
text-books  to  be  used  in  Sunday-schor.l. 
which  cannot  be  urged  with  still  greater 
force  for  supplying  them  with  the  necessary 
books  (or  use  in  the  public  school.     It 
would  cost  much  less  to  present  copies 
occasionally  to  those  children  who  could 
not  obtain  Bibles  at  home,  than  the  ex- 
pense connected  with  the  lending  system. 
II   He  should  have  some  means 
of  illustration,     if  the  class  occupies  a 
separate  room,  the  blackboard  is  the  most 
useful  and  least  expensive  means  ot  illus- 
tration.   When  several  classes  are  taught 
in  the  same  room  a  common  paper  pad 
can  be   used  to  best   advantage.     The 
teacher  may  make  his  own  out  of  com- 


irr  Hii  Chss. 

•  facility  in  rof.r- 
;(S. 

ies  may  be  inserted 

passages  of  sprcial 

)nifsysteni:Uicway. 

ible  peculiarly  one's 

ichers  may  he  sur'.- 
I  Uihle  at  home  m 
son. 

n-m  to  be  any  valid 
r  scholars  with  the 
'l  in  Sunday-school, 
ed  with  still  greater 
!m  with  the  necessary 
e  public  school.     It 
;ss  to  present  copies 
:  children  who  could 
:  home,  than  the  ex- 
1  the  lending  systt-m. 
lave  some  means 
ir  the  class  occupies  a 
lackboard  is  the  most 
ensive  means  of  illus- 
eral  classes  are  taught 
common  paper  pad 
est   advantage.      The 
his  own  out  of  com- 


T/u  Teacher  lie/ore  His  Class.      7 

mon  printing  pai.er  cut  into  sheets  about 
six  inches  by  four,  and  stitched  at  the 
corners  to  a  pasteboard  back.or  hemay 
buy  them  ready  made.  Many  teachers 
think  th.y  cannot  do  effective  illustration 
because  they  cannot  draw  good  pictures. 
They  should  rememberthat  drawing  pict- 
ures, while  it  is  the  most  difficult  kmd  o 

illustration,  is  also  the  least  valuable,  and 
that  very  few  good  teachers  attempt  to 
Illustrate  by  making  pictures.  Lvery 
teacher  can  learn  to  do  a  great  deal  ol 
illustration  rapidly  and  profitably.  Kven 
the  pupils  in  the  higher  classes  will  re- 
ceive  much  benclit  by  using  paper  pads, 
or  note  books. 

I  They  can  copy  the  maps,  ma- 
grams,  or  other  illustrations  made  by 
the  teacher. 

2.  They    can    note    the    important 

features  of  the  lesson.  

X  They  can  outline  the  special  work 
assigned  by  the  teacher  for  home  prepara- 

""4.  They  should  occasionally  be  required 
to  write  their  answers,  before  giving  them 
orally.  This  compels  attention  to  the  sub- 
ject, and  gives  every  one  an  opportunity 


B^Biier 


J 


1  \ 


8       T/ie  Teacher  Before  His  Class. 
to  realize  the  exact  extent  of  his  informa- 
tion concerning  the  subject  .n  hand. 

In  a  large  class  each  mchvulualpu,). 
can  only  receive  a  very  lin^itecl  number  o 
c,uestions.iftheyareansweredoray.U 

is  therefore  v.ny  desirable   that  all  the 
pupils  should  be  required  to  answer  some 

of  the  questions  simultaneously,  and  this 
can  be't  be  done  by  wnting  the  answers 
c    The  portions  of  Scripture  winch  are 

committed  to  memory  ny\gh^.h^  wr.t- 
fenC  and  collected  by  the  teacher  to  be. 

Ixamined  during  the  -ek.  Jl.s  wot^d 
lead  to  the  preparation  of  the  ksson  oy 
Le  who  are  too  timid  or  reserved    to 

recite  verses  orally,   and  would   save   a 
great  deal  of  time.    "  Hearmg  verse 
usually  causes  disorder,  as  only  one  at  a 

ti,ne  is  interested.    This  gwes  a  bad  start 
to  the  lesson. 

III. 

V/HATARETHE  TEACHER'S  DUTIES? 
The  duties  of  the  teacher  are: 

1.  To  keep  good  order. 

2.  To  win  and  hold  attention. 
■1,  To  teach. 

4.  To  apply  the  lesson  taught. 


.< 


'*u.-i^^ 


■  Before  His  Class. 

:t  extent  of  his  informa- 
he  subject  in  hand. 
iS  each  individual  pupil 
I  very  limited  number  ol 
are  answered  orally  ;  u 
desirable   that   all   the 
required  to  answer  some 
simultaneously,  and  this 
;  by  writing  the  answers. 
IS  of  Scripture  which  are 
memory  might  be  writ- 
■cted  by  the  teacher  to  be   ■ 
r  the  week.    This  would 
^ration  of  the  lesson  by 
too  timid,  or  reserved,  to 
rally,   and  would   save   a 
me.    "Hearing  verses" 
disorder,  as  only  one  at  a 
:d.    This  gives  a  bad  start 

III. 

HE  TEACHER'S  DUTIES? 

)f  the  teacher  are: 

good  order. 

nd  hold  attention. 

the  lesson  taught. 


T/u-  Teacher  Be/ore  His  Class.      9 

There  are  three  mistakes  made  by  Sun- 
day-school  teachers  concerning  order  : 
1 1  I.  They  think  it  is  not  so  essenfal  to 

have  order  in  the  Sunday-school  as  it  is  m 
the  public  school.  . 

2.  They  think  children  dislike  disci- 
pline. '  .  . 

3  They  think  it  is  the  superintendent  s 
duti'  to  keep  order  in  the  Sunday-scliool. 

In  addition  to  all  the  reasons  that  can 
be  urged  in  favor  of  order  in  public 
schools,  there  are  others  which  show  that 
it  is  still  more  important  in  Sunday- 
schools.  ,      ,  • 

1  The  time  of  the  Sunday-school  is  so 
short  that  none  of  it  should  be  wasted. 
The  public-school  boy  may  waste  an  hour 
each  day  and  still  have  five  left  for  work  ; 
the  Sunday-school  boy  cannot  afford  a 
minute  of  the  thirty  or  forty  al'otted  to 

his  lesson. 

2  The  text-book  in  the  Sunday-school 
is  the  Bible,  and  levity  is  most  unbecom- 
ing when  the  Bible  is  being  taught.     It  is 

God's  Word. 

3  The  Sunday-school  is  usually  held  in 
some  portion  of  the  church;  reverence 
should  be  expected  in  God's  house. 


IS 


iliM(lil  iiiiT  tt;  •;"""•_' 


il 


,o     The  Teacher  Before  His  Class. 

4.  Sunday  should  be  a  day  of  peace 
and  quietneBS.  and  the  sp.nts  of  the 
cJudS;  should  be  brought  into  harmony 

with  its  holy  calm. 

We  need  not  wonder  that  irreverence 
increases  if  children  are  allowed  to  be 

disorderly  while  studying  ^^'"'^''^'f^^^ 
t;od's  house,  on  the  day  which  he  has 
commanded  us  to  keep  holy. 

No  greater  mistake  could  be  made  than 
to  belfeve  that  children  prefer  disorder  to 

order.  Children  are  most  joyous  and 
happy  in  those  schools  where  chsc.phne  is 
sS  without  being  severe.  There  is  no 
quicker  way  of  losing  the  respect  of  pup.U 
?han  by  over-indulging  them.  Proper 
ontrol  develops  reverence.  Confusmn  is 
distasteful  to  every  right-minded  boy  or 

^"!!lt  is  the  superintendent's  duty,  not 
,,,„,  to  keep  order."  says  the  weak  or  in- 
dolent teacher,  in  excuse  for  failure,  ine 
tier htendent  cannot  do  so.  and  should 
:;  he  could.  Thosesupenntendents 
who  ring  their  bells,  as  signals  for  order, 
"iway  cause  much  more  disorder  than 
t^y'attempt  to  suppress.  It  'S^^  un- 
common thing  for  a  superintendent  to  nng 


— *JI 


ore  His  Class. 

be  a  day  of  peace 

the  spirits  of  the 

,ught  into  harmony 

ler  that  irreverence 
are  allowed  to  be 
,'ing  God's  Word  in 
day  which  he  has 
p  holy. 

could  be  made  than 
:n  prefer  disorder  to 
e  most  joyous  and 
Is  where  discipline  is 
severe.  There  is  no 
;  the  respect  of  pupils 
ging  them.  Proper 
erence.  Confusion  is 
right-minded  boy  or 

intendent's  duty,  not 
"  says  the  weak  or  in- 
cuse for  failure.  The 
lot  do  so.  and  should 
rhose  superintendents 
i,  as  signals  for  order. 
\  more  disorder  than 
ippress.  It  is  no  un- 
superintendent  to  ring 


The  Teacher  Before  His  Class.     \  i 

his  be'.l.  and  thus  disturb  every  class  in 
his  school,  and  take  their  attention  com- 
pletely from  the  subject  under  considera- 
tion, in  order  to  quiet  one  boy.      His 
teacher    might    have    accomplished    the 
same  object  without  distracting  the  atten- 
tion  of  a  single  pdpil.  and  without  arousing 
the  evil  nature  of  the  offender,  as  must  be 
done  by  a  public  rebuke,  such  as  the  su- 
perintendent  is  compelled   to  give.     A 
general  does  not  keep  order  in  the  com- 
panies or  regiments  in  his  charge ;  neithei 
should  the  superintendent  keep  order  in 
the  classes  in  his  school.    "My  work  .s 
to  teach,  not  to  keep  order."  may  be  the 
reply  of  some  one.    But  you  cannot  teach 
without  order,  and  securing  order  is  the 
first  duty  of  every  teacher. 

IV. 

HOW  TO  KEEP  GOOD  ORDER. 
It  is  well  to  decide  what  good  order  is. 
Good  order  is  not  stillness.  Stillness  may 
be  caused  by  dullness.  We  need  the  order 
of  life,  not  of  death.  A  good  breeze  is 
better  than  a  dead  calm.  The  breeze  is 
all  right,  if  it  does  not  come  m  squalls. 


12 


n.  Teacher  Before  Ws  Class. 


,..ct  order  .ay  be  in  haro^ny  -U. 
considerab  e  no,se.      n  j-jo  >-^^,  ,„. 

■  «r     The  teacher  must  sit  so  af 

long  as  the  eye  is     v  j^^^^.^ 

before  it  maKes  ^  ^f 

but  not  many  "^^f  ^^"^JjVetures  at 
^^^'"^?ne  eulstle  steady  m 
once.     The  t>e  .  ^^   j^^ 

roused  and  macie  ^^^.^^j 

n,ade  by  all  the  P^P'.^^-.^J,;^,  behind  it 
eye  of  a  man  ^^''^^j"^^"  f^\"'uing  of  the 

M^everychUdaU  the  tone. 


'A 


•fore  His  Class. 

e  in  harmony  wiih 
In  a  factory,  for  in- 
lay  be  bustle  and  ap- 
lere  is  usually  ^ood 
s  working  as  quietly 

the  highest  success. 

muBt  be  kept  m 
.r  must  sit  so  as  to 
hin  range  of  his  vision 

There  should  be  no 
ous  rolling  of  the  eyes, 
ween  seeing  and  not 
,d,  not  in  the  eye.  So 
open  and  in  a  healthy 
;rson  and  every  object 

distinct  picture  on  it. 
Kls  have  the  power  of 
o  so  many  pictures  at 
tself  must  be  steady'-^ 
.  the  mind  should  be 
to  attend  to  the  pictures 

upils  The  calm  steady 
h  intelligence  behind  it 
,  the  fierce  king  of  the 
e  has  magic  power.  H 
guides,  rewards,  pun- 
You  must  learn  how  to 
,d  all  the  time. 


The  Teacher  Before  His  Class.     1 3 

II   Disorder  should  be  checked 
in  time.     U  is  an  epidemic  wliich  may 
l,e  easily  controlled  in  its  incipient  stage. 
The  fire  that  sweeps  away  the  proudest 
structures  of  a  mighty  city  might  once 
h;ive  been   put  out  with  a  few  drops  ot 
water.     Disorder  spreads  if  not  stopped 
at  once.    What  the  teacher  needs  to  avoid 
is  making  the  cure  worse  tiian  the  dis- 
ease    He  must  not  cause  more  disorder 
than  he  wishes  to  correct.    Passive  m- 
attemion.  on  the  part  of  a  pupil,  only  in- 
jures himself:  active,  direct  measures  to 
secure   his   attention   must  interrupt  the 

whole  class.  . 

The  teacher  should  refrain  from  taking 
hold  of  a  pupil  to  make  him  be  quiet ;  he 
should  not  need  to  scold  the  offender,  or 
even  to  call  him  by  name.  All  these 
methods  of  producing  order  have  bad  re- 
sults as  well  as  good.  The  wise  teacher 
will  use  only  those  methods  which  bring 
the  good  without  the  evil. 

If  disorder  be  noticed  promptly,  it  can. 
in  nearly  all  cases,  be  checked  : 

1.  By   asking   the   disorderly   pupil    a 

question. 

2.  By  a  slight  pause  in  the  lesson. 


.11^ 


i 


i  i    f 


14 


T/ic  Teacher  Before  His  Class. 


3.  By  a  meaning  glance. 

4.  By  a  movement  of  the  hand,  or  m 
some  equally  quiet  way. 

Ill   The  teewjher  must  be  calm. 

A  noisy  or  violent  teacher  is  offensive  to 
iiis  class,  and  disturbs  the  classes  m  his   , 
vicinity,  as  well  as  his  own;  a  fussy,  nri-   • 
table  teacher  is  soon  laughed  at.  and  a 
threatening  teacher  is   properly  treated 
Nvith  contempt.     Never  step  out  of  your 
way  from  fear  of  a  boisterous  bully  ;  but 
do  not  come  in  collision  with  a  calm  man 
with  a  meaning  look  in  his  eye. 

IV  The  standard  of  order  ehouia 
riot  change.     Some  teachers  are  very- 
variable.    They  are  too  indulgent  for  a 
few  Sundays,  and  allow  many  impropne- 
ties  to  pass  unrebuked.    The  natural  re- 
sult of  this  course  is  that  matters  grow 
worse  and  worse  until  the  teacher  makes 
a  spasmodic  effort  to  get  control.     In  do- 
,ng  so  he  frequently  loses  his  temper  and 
sacriiices  his  dignity.     He  is  also  pretty 
certain  to  go  to  the  other  extreme  and  set 
up  a  temporary  standard  that  is  too  se- 
vere     Pupils  in  such  cases  always  attnlv 
ute  the  attempted  reform  to  bad  temper 
and  not  to  principle, and  the  circumstances 


.,^4^' 


Before  His  Class. 

glance. 

;nt  of  the  hand,  or  in 

way. 

ler  must  be  calm. 

teacher  is  offensive  to    , 
urbs  tiie  classes  in  his   i 
his  own ;  a  fussy,  iiri-   •' 
oon  laughed  at,  and  a    ' 
er  is   properly  treated 
lever  step  out  of  your 
a  boisterous  bully  ;  but 
llision  Willi  a  calm  man 
lok  iu  his  eye. 

iard  of  order  ehould 

ionie  teachers  are  very 
are  too  indulgent  for  a 
1  allow  nnany  improprie- 
)uked.    The  natural  re- 
se  is  that  matters  grow 
until  the  teacher  makes 
-t  to  get  control.     In  do- 
itly  loses  his  temper  and 
rnity.     He  is  also  pretty 
'he  other  extreme  and  set 
standard  that  is  too  se- 
such  cases  always  atirili- 
ed  reform  to  bad  temper 
pie,  and  the  circumstances 


The  Teacher  Before  His  Class,     i  S 

iustify  such  a  conclusion.  With  a  f^xed 
Standard  of  order  in  his  mind  the  teacher 

will  be  able  to  lead  his  class  gradually  to 
adopt  it  as  their  own.  Intermittent  or- 
der leads  to  some  relapses.  Never  be  a 
tvrant,  always  be  a  governor. 

V  The  teacher  should  be  deter-  t 
mined.     He  should  have  well-developed 
"Will-power."    This  does  not  mean  will- 
fulness or  self-will,  but,  merely  haymg  a 
definite  plan,  and  sufficient  force  of  ch.ar- 
acter  to  proceed  undeviatingly  toward  U. 
so  long  as  he  is  convinced  that  it  .s  right. 
Hesitation  and  timidity,  on  the  part  of  a 
teacher,  often  stir  to  life  germs  of  rebellion 
which   otherwise   would    have    remainet 
undeveloped.     We  all.  both  young  and 
old,  submit  gracefully  to  rulers  who  are 
strong  enough  to  win  respect,  and  wise 
enough  not  to  be  tyrannical. 

The  teacher  may  often  yield  gracefully 
to  his  class  with  benetil  to  himself  .and 
his  pupils;  but  he  can  never  do  so  when 
the  question  of  control  is  at  st;  ke 

V I  The  teacher  must  be  patient. 
He  must  not  show  annoyance  because 
the  order  i»  not  .o  good  as  he  wishes  ;  he 
should   show  regret.     He  should,  of 


i6     The  Teacher  Before  His  Class. 

course.  l)e  indiffnant.  and  may  properly 
exhibit  his  in(l.},'nation,  wlicn  a  boy  is 
tleliberately  and  offensively  rude  or  wicked. 
Rijrhleous  anger  aRainst  wrong,  not 
against  the  wronfif-doer,  does  good;  pet- 
ulant temper  always  does  harm.  The  per- 
sonal element  must  be  kept  out  of  anger  ; 
this  will  take  away  its  passion  and  bitter- 
ness. It  should  be  shown,  not  against  the 
pupil,  but  toward  his  evil  acts. 

The  disorder  which  injures  Sunday- 
schools,  however,  is  not  that  caused  by 
the  occasional  violent  opposition  of  a  bad 
boy  but  by  general  conversation,  weakly 
permitted  by  so  many  teachers  during  the 
lesson,  and  even  during  prayer-time.  1-  or 
this  the  teacher  should  say  "  I  am  sorry. 
not  "  I  am  angiy." 

Irritability  always  exposes  the  weakest 
side  of  a  man's  character.  It  also  takes 
away  the  respect  of  pupils.  There  .s,  on 
the  other  hand,  a  dignity  and  a  majesty 
in  the  patient  assertion  of  the  right  and 
the  ability  to  control  which  never  fads 
to  command  respect.  The  teacher  who 
can  respectfully  close  his  Bible  and  quietly 
say  to  hisclass.  "Close  books;  we  will  not 
read  God  s  Word  while  talking  contmues, 


nefore  His  Class. 

nt.  and  may  properly 
\\'wx\,  when  a  boy  is 
jnsively  rude  or  wicked. 

against  wrong,  not 
-doer,  does  good;  pet- 
s  does  harm.  The  per- 
t  be  kept  out  of  anger  ; 

its  passion  and  bitter- 
:  shown,  not  against  the 
his  evil  acts, 
k'hich  injures  Sunday- 
is  not  that  caused  by 
lent  opposition  of  a  bad 
al  conversation,  weakly 
any  teachers  during  the 
uring  prayer-time.  For 
lould  say  "  I  am  sorry." 

tt 

lys  exposes  the  weakest 
haracter.  It  also  takes 
of  pupils.  There  is,  on 
a  dignity  and  a  majesty 
ertion  of  the  right  and 
:ontrol  which  never  fails 
pect.  The  teacher  who 
lose  his  Bible  and  quietly 
Close  books;  we  will  not 
while  talking  continues," 


The  T.iu-lur  In-fon-  //A'  Clasi,     17 

vvill  not  Ion-  he  troubled  by  talking.  The 
,„,„ils  who  are  so  rebuke.l  always  blush 
:,,,;i  never  Iccl  that  they  are  heroes.  If 
the  t)ook  is  closed  with  a  snap,  and  a  net- 
tling personal  rebuke  administered  to  the 
nfTenders,  tl,e  whole  class  may  blush,  m- 
deed,  but  notyvith  shame.  The  wrong- 
doers  get  the  sympathy  of  their  classmates. 

and  the  teacher  is  to  blame  for  such  an 
unfortunate  resuh.  It  is  a  pity  that  a  boy 
should  ever  be  ma.le  to  sympathize  with 
wrong.  U  blunts  his  moral  sense,  and 
,l,e  teacher  may  require  a  long  time  to 
remedy  the  evil  done,  and  recover  the  con- 
,,ol  lost  by  a  single  hasty,  and  therefore 
Diobably  unjust,  reprimand. 

Hoys  sometimes  try  to  aggravate  a 
t,„her.  for  the  same  reason  that  they 
.h;.ke  a  red  cloth  before  a  turkey,  "to 
,„ake  him  ma<l."  The  patient  teacher, 
who  is  too  manly  to  resent  peevishly  the 
.^cl  of  a  boy,  takes  away  all  the  fun  from 
sucli  an  attempt.  Boys  do  not  enjoy 
making  people  sorry;  they  do  take  a  kind 
of  delight  in  making  crusty  people  lose 
their  temper. 

\'ll    The    necessity    for    order 
should  be   explained.    Sermons  oa 
2 


■MJoalWWBMIliMUil-  _li£l.__j: 


JP' 


I   I; 


i 


iS      Tin-  n^nher  Beforf  His  Class. 

order  lire  tiresome  and  ineffectual ;  cnns- 
i,v'  tturateninK.  and  .UnKindin-  onl.-r 
are'al.k.  us.lfss.  It  is  .luilc  appropr-af. 
l.owever.  to  converse  with  pui>.is  al.out 
,hc  standard  of  order  to  iH.-uiopte.l.  la 
uacher  cannot  show  the  necessity  for  order 
to  reasonal)le  pupils  (and  very  few  pupils 
are  utueasonable)  he  has  no  right  to  rla.m 

or  expect  it. 

VI 11    The  pupil B  must  be  kept 
busy     Tlii^  '^  '"^  *'^''''"''  ^"^  '^  "  "'"' 

understood  by  many.     A  very  large  num- 
ber of  teachers  appear  to  suppose  that  it 
is  quite  suflkient  to  keep  their  pupils  busy 
liBtening.      This. is    a    i,M eat    mistake. 
I'upils  must  h.ave  their  ri^luful   share  m 
the   lesson,  or  tluy  will   not  retain  their 
interest  in  it.     Listening  is  tiveso,v,e,  even 
for  adults.     Tiie  te.iehin-  should  be  main- 
Iv  done  by   questioning.    The  pupils 
should  answer  cjue^tions  orally,  and  occa- 
Monally  on  paper.     They  should  also  ask 
questions;  if  they  do  not  do  so  they  are 
not    actively    interested    in    their    work. 
They  should  be  led  to  ijive  their  opinions 
and  to  su^Rest  illustrations.    They  must 
be  allowed  to  take  an  active  part  m 
the  development  of  the  lesson. 


It 


fore  His  Class. 

1(1  incffi'cUial ;  cons- 
\  (kiii;uulin:4  <>'<1'''' 
is  quiu-  approiiriaic, 
e  with  pujjils  about 
to  lie  adopted.  Ha 
lu'ntctssity  for  order 
(and  very  Ci'W  inipils 
has  no  riyht  to  claim 

lis  inuBt  be  kept 

axiom,  but  it  is  mis- 
•.  A  very  larye  num- 
ear  to  supjjose  that  it 
keep  tlitir  pupils  busy 

is  a  i^rcat  mistal<c-. 
ihcir  ri,i;hlful  share  in 
■  will  not  retain  their 
■nin^  is  tivfsoivie,  even 
Mchin-  sluiuld  be  main- 
:ioning.  The  pupils 
-tions  orally,  and  occa- 

Thty  should  also  ask 
do  not  do  so  they  are 
ested  in  their  work. 
1  to  give  their  opinions 
jslrations.     They  must 

an  active  part  in 
Qt  of  the  lesson. 


\ 


The  Tiiulier  Before  //i-i  C/.iss.      19 

Th(;  learher  who  does  not  suflicim'ly 
prepare  his  ksson  is,  of  couim-.  a  pio- 
nioter  of  disorder;  he  who  only  talks  and 
tells  is  but  little  better. 

IX.  The  pupils  must  be  comfoi-t- 
able.  l-iRlii.iii.^'.  heatinj;-,  and  ventila- 
tion should  receive  special  allention. 

The  seats  should  have  romlbrialjle 
backs,  and  should  be  low  enou;ih  to  .illow 
the  pupils'  feet  to  rest  on  the  lloor. 

In  junior  classes,  especially,  the  luipils 
should  not  be  compelled  to  sit  too  Ion;;  in 
one  position. 


HOW  TO  GAIN   AND  KF.F.P  ATTF.NTION. 

Attention  and  order  must  not  be 
confounded.  A  class  may  be  orderly 
without  being  .itteniive ;  they  cannot 
be  attentive  without  being  orderly. 
The  pupils  may  be  ordeily  without  think- 
ing about  the  subject  under  consiler.i- 
tion.  Many  boys  sit  quietly  in  Sunday- 
school  thinking  about  their  last  or  next 
lacrosse  or  base-ball  match. 

I.  Definition.  Attention  is  the  di- 
recting of  the  powers  of  the  nund  to  the 
impressions  made  through  the  senses. 


MM! 


The  TtiUher  lUforc  I  In  Class. 


31 

Attention  in  S.in.lay-school  means  di- 
recting the  mind  only  to  the  sub- 
jects suggested  by  the  teacher. 

I,.  Importance.    ••  Tlu-rc  can  bcu. 

tc.ichinK  without  attention.  ^Hart. 
...-.cnius  isnc.tlu.ig  but  continued  at- 

tenlion."     lUooks.  ,      .    . 

.•The  great  sk.U  of  the  teacher  IS  to  net 

a,ul  keep  the  attention  of  his  scholars.  - 

III.  Kmds. 

..Nogative.    Passive,  apparent  atten- 

^'":.  Positive.  Notes  anc,e.a,nin.s  the 
i,„p,.,ssions  made  ihrcu^h  the  sense.,  at- 
,e,uls  only  to  te.icher  ,„i„,.„.sF 

Positive  attention,  as  to  >'  <  ^^^^; 
is  f^therinstinctive  or  controlled^  I< 
is  instinctive  when  attra  ted  o  J.,  n 

fmi,i  choice  without  an  effort  ot  tUt  win. 
"s  controlled  or  volunta.7.  wh.n 
irected  by  the  wiU.  "ot  merely  for  th. 

iSve;  i..  =«nior  das-  >.  ">«"  ^ 
largely  controlled. 


T 


~.Ji 


■fore  Ifii  Class. 

\y-schoo\  means  dl- 
only  to  the  sub- 
y  the  teacher. 

•'  Tlierc  can  l)u  no 
cntion."— //!"■'• 
ijr  but  coiuinucd  at- 

)f  the  teacher  is  to  net 
un  of  his  scholars.'  — 


'assive,  app.'^rent  atten- 

Jotes  aiul  ex;\innies  the 
.hruu^;h  the  senses,  at- 

ition.  as  to  its  (AtJSF.. 
ve  or  controlled.  It 
hen  attracted  or  given 
ut  an  effort  of  the  will. 
^  or  voluntary,  wlun 
,vill,  not  merely  for  the 
,  l,ut  with  a  view  to  acl- 
kind.  The  attention  in 
should  be  chietly  in- 
,nior  classes  it  must  be 
ed. 


The  Teacher  fie/ore  His  C/<tss. 


•ji 


IV.  Deairnble  CharacteriBticB  cf 
Att«)ntion : 

I.  it  should  be  active. 

a.  It  should  be  willingly  given,  n..t 
forced  by  coaxing,  sculdiiii;,  tlireateinuj;, 
demaniling,  etc. 

3.  It  should  be  undivided.  Conitn- 
iration,  shuttinj,'  out  all  sensations  Imt 
those  connected  with  the  subject  inimnli- 
ately  under  consideration,  is  of  vital  nii- 
poriance.  Focus  the  energies  of  the 
mind.  "  My  goUUn  rule  lias  Ijclii  10 
devote  myself  completely  to  whatever  I 
tried  to  i}M."—J)hkens. 

4.  It  should  be  intense.  The  (k(^ree 
of  intensity  decides  the  permanency  ol  im- 
pressions. Uoth  the  rate  at  which  we 
learn  and  the  length  of  time  we  remember 
depend  on  the  intensity  of  our  attention. 
There  are  some  things,  both  pleasant  and 
painful,  which  we  can  never  forget. 
Why  ?  Simply  because  we  took,  for  some 
special  reason,  an  intense  interest  in 
them.  "  Intensity  of  sensation,  whellier 
pleasing  or  not,  is  a  power."— //<«/«. 

5.  It  should  be  sustained.  "Because 
I  have  acquired  the  power  of  intense 
and  prolonged  attention,   1   am   able  to 


-*i.^^^ 


22      T/te  Tcixcher  Urforc  His  C/ass. 

accomplish   vvluU    otluirs   fail    to   do."-- 

jXcicU'it. 

V  Desirable  Characteristics  ot 
the  Teacher.-Tl>e  t<;>chcr  must  at- 
tract to  Wmself  before  he  can  gain  at- 
tention to  the  lesson. 

I.  Cheerfulness.  Children  are  strong 
ly  influenced  by  tlie  faces  of  those  with 
whom  they  come  in  contact.  They  like 
brlFht  things.  They  are  won  by  smiles 
anfl  pleasant  words.  Even  adults  do  not 
often  from  choice  associate  with  the 
Rloomy  and  morose.  Sunshine  promotes 
growth ;  character-sunshine  devel- 
ops sympathy  and  affection. 

2.  Earnestness.    Manner  influences 
children  more  than   advice.     Th'->y  may 
laui-h  at   logic  and  forget  precepts  ;  they 
cannot  long  resist  personal  power.     Ear- 
nestness shows  that  the    teacher,  at  any 
rate,  thinks  the  lesson  worthy  of  atten- 
tion    Earnestness  may  be  communicated. 
3.  Enthusiasm.      This  is  not  mere 
excitement   or    assumed   animation,  but 
well-directed  ener^.   Enthusiasm  m 
teaching  must  spring   from  a  love  for 
children,   a  thorough   acquaintance  with 
the  subjects  to  be  taught,  and  a  deep  crMi- 


uhcr  Before  His  C/ass. 
.vIkU    otln^rs    fail    to    do."— 

ible  Characteristics  of 
er—The  teacher  must  at- 
laelf  before  he  can  gain  at- 
e  lesson. 

Fulness.  Children  are  strong 
1  by  tlie  faces  of  those  with 
come  in  contact.    They  like 
's.    They  are  won  by  smiles 
t  words.    Even  adults  do  not 
choice    associate   with    the 
morose.     Sunshine  promotes 
tiaracter-sunshine  devel- 
athy  and  affection, 
estness.     Manner   influences 
ore  than   advice.     They  may 
y^ic  and  forget  precepts  ;  they 
T  resist  personal  power.     Ear- 
lows  that  the    teacher,  at  any 
5  the  lesson  worthy  of  atten- 
lestness  may  be  communicated, 
lusiasm.      This  is  not  mere 
;   or    assumed   animation,  but 
)Cted  ener^.    Enthusiasm  in 
must  spring   from  a  love  for 
a  thorough   acquaintance  svith 
ts  to  be  taught,  and  a  deep  c:mi- 


T/u-  Teacher  Before  His  Class.     25 

vidian  of  their  importance  in  forming  the 
characters  and  promoting  the  salvation  of 
the  scliolars.  The  teacher  should  widen 
his  mental  range,  and  concentrate  his 
energies  and  emotional  nature. 

4.  A  low-toned  voice.  There  is  no 
other  siiigle'cliaracteristic  as  important  as 
this.  It  is  not  possible  for  a  class  to 
attend  to  a  teacher  who  speaks  in  a  high 
key.  I  have  never  seen,  in  public  or 
Sunday  schools,  an  attentive  or  orderly 
class  in  charge  of  a  loud-talking  teacher 
who  speaks  in  a  high  key. 

VI.  Duties  of  the  Teacher  in  Se- 
curing and  Retainmg  Attention. 

1.  He  should  gam  the  sympathy 
of  his  pupils.  The  desire  to  please  a 
kind  teacher  will  lead  to  great  efforts  to 
concentrate  the  attention  on  the  subjects 
he  teaches. 

2.  He  should  earn  the  confidence 
of  his  class.  In  addition  to  showing 
earnestness  and  enthusiasm  in  act.  not 
words,  his  lessons  should  always  be 
thoroughly  prepared.  He  should  also 
frankly  acknowledge  lack  of  informa- 
tion in  regard  to  any  question  which  comes 
up  unexpectedly,  and  about  which  he  is 


\'\. 


¥ 


•^il 


T 


24     T/u-  Tcaclu-y  Bi'fore  His  Class. 

in   doubt.      He    shoukl   never   hazar.l    a 
Kuess.      Pupils  ask  questions  somefmes 
tilh  the  sole  object  of  testing,  "ot  the 
teacher's    knowledge,   but    his    honesty. 
Such  questions  afford  hi.n  the  best  oppor- 
■  tunity  for  gaining  the  confidence  of  h>s 
diss      If  he  can  correctly  answer  then, 
they  must  respect  him  for  his  wide  ami 
accurate  knowledge  ;  if  he  knows  noth- 
ing whatever   about  the  matter  referred 
,0.  and    frankly    says   so.    but    pron>- 
ises  to   look  the  question  up  betore  next 
Sunday,  he  will  secure  confidence  in  h>s 

honesty.  • 

A  teacher  was   asked  the  meamng  o( 

.•mosque.-    and    foolishly   hazarded    In. 

reputation  on  the  answer.  "O,  that  means 

a  kind  of  sofa  or  lounge  used  in  eastern 
countries."  His  tiseftilness  was  gone. 
His  class  could  not  take  further  nuercsi 
in  any  thing  he  said.  The  conclus.nn 
was.  and  always  is  under  such  c.rcum- 
stances.  "He  gave  us  an  incorrect answe. 
,0  that  question;  what  guarantee  have  we 
that  he  is  not  misleading  us  always  ?  H e 
is  an  old  humbug !  "  .      ..  i 

There  can  be  no  disgrace  m  saymg,     i 
do  not  know,  boys,"  or  "lam  not  ter- 


cfore  His  Class. 

luUl   never   hazard    a 
questions  sometimes 
:t  of  testing,  not  the 
■e,   but    his    honesty, 
d  him  the  best  oppor- 
[he  confidence  of  his 
orrectly  answer  them, 
him  for  his  wide  and 
ge  ;  if  he  knows  noth- 
il  the  matter  referred 
says   so,    but    prom- 
jesiion  up  before  ncM 
;ure  confidence  in  his 

asked  the  meaning'  of 
bolishly   hazarded    1h> 
mswer.  "  O,  that  means 
lounge  used  in  eiistei  n 
sefalness  was  gone. 
3t  take  further  interesi 
said.    The   conclusicm 
is  under  sucli  circum- 
2  us  an  incorrect  answer 
kvhat  guarantee  have  we 
leading  us  always?     He 

Qg' 

10  disgrace  in  saying.  "  I 
vs,"  or  "  1  am  not  cer- 


Thc  Teacher  Before  His  Class,     z', 

tain  about   liiat   question."      No  human 
being  knows  all  things. 

3.  He  should  appeal  to  the  natu- 
ral instincts  of  the  child. 

(I.)  Ciiiiosity,  or  the  desire  to  know. 
Every  child  likes  to  discover  new  things, 
and  as  long  as  the  teacher  has  important 
truths,  properly  prepared  to  satisfy  this 
natural  desire  for  knowledge,  it  will 
continue  active.  It  generally  dies  of 
starvation. 

(2.)  Love  of  praise.  If  a  pupil  respects 
his  teacher  he  will  long  to  receive  his  ap- 
probation, and.  as  he  cannot  win  it  with- 
out attending,  he  will  give  attention.  The 
motive  may  not  be  the  highest,  but  it  is 
natural,  and  it  will  assist  in  forming  the 
habit  of  attention.  Praise  honest  ef- 
fort, and  recognize  the  spirit  in  which 
the  work  is  done  as  of  more  importance 
than  the  result  accomplished. 

(3.)  Fear  of  offending.  A  boy  may 
enjoy  the  fun  of  making  his  teacher  an- 
gry'; he  never  really  likes  to  make  him 
sorry.  It  is,  therefore,  wise  to  show  dis- 
pleasure without  resentment,  if  pupils 
are  careless  concerning  lessons,  or  inat- 
tentive while  their  teacher  is  trying  to 


26     The  Tcaclu-r  Ih-forc  His  Class. 

instruct  them.  "We  never  coukl  make 
old  Jackson  mad,"  said  a  gentleman  of 
his  teacher,  "  but  I'll  never  forget  how  sor- 
rowful he  used  to  look  when  any  fellow 
was  had  "  "  It  was  worse  than  a  whip- 
ping to  see  Arnold  look  grieved,"  said  one 
of  his  pupils. 

(I )  Emulation.  Undue  rivalry  should 
be  avoided,  but  it  is  well  to  usr,  as  a  mo- 
tive to  attention,  as  much  of  the  spn-it  of 
en.ulation  as  will  awaken  increased  mter- 
est  and  arouse  to  energetic  work. 

(O  Appreciation  of  resulting  benefits 
This  will  have  to  be  cultivated,  and  w.  1 
d.pcnd  on  the  development  of  the  will. 
Controlled   attention    depe-uls    almost 
entirely  on  the  extent  to  which  the  pupils 
realize  and  value  the  benefits  they 
are    to    receive   from    study.     As   pup.  s 
grow  older,  then,  they  should  be  le.l  to 
Take  an  interest  in  the  study  of  the  Bible 

(or  its  ultimate  aims,  the  development  of 
character,  fitting  for  usefulness  m  the 
various  walks  of  life,  and  a  preparation  ol 
I'ls  life  which  is  to  be. 

.  He  should  think  out  the  les- 
son for  himself.  U  is  a  great  mistake 
nK-rely  to  memorize  lessons,  or  to  depend 


Ih-fore  Ids  Class. 

We  never  could  make 
•  said  a  gentleman  of 
11  never  forget  how  sor- 
look  when  any  fellow 
as  worse  than  a  whip- 
1  look  grieved,"  said  one 

Undue  rivalry  should 
is  well  to  use,  as  a  nio- 
is  much  of  the  spirit  of 
awaken  increased  inter- 
energetic  work. 
ion  of  resulting  benefits. 
5  be  cultivated,  and  will 
levelopment  of  the  will, 
lention    depends    almost 
ctent  to  which  the  pupils 
lue  the  benefits  they 
from    study.     As   pupils 
n,  they  should  be  led  to 
in  the  study  of  the  Bible 
aims,  the  development  of 
g    for  usefulness   in   the 
life,  and  a  preparation  of 
,  to  be. 

Id  think  out  the  les- 
)lf.  It  is  a  great  mistake 
)rize  lessons,  or  to  depend 


Tke  Teacher  Before  His  Class.     27 

solely  on  those  prepared  by  others,  iiosv- 
ever  good  they  may  be.  Let  the  lesson 
become  your  own  by  a  process  of  tiiought, 
even  though  it  be  not  original  thought. 
Memorizing  thoughts  and  memorizing 
words  are  vastly  different  in  process  and 
in  result.  Learning  the  lesson  by  repeat- 
ing the  tiioughts  in  consecutive  order,  and 
carefully  studying  tiieir  relationship  to 
each  other,  and  to  the  objective  point  to 
be  reached  by  tiie  whole  lesson,  increases 
the  magnetic  personal  influence  of  the 
teacher,  and  often  more  than  doubles  his 
attention-gaining,  and  especially  his 
attention-holdmg,  power.  There  is  as 
much  ilifference  in  the  direct  personal  in- 
fluence of  a  teacher  whose  lesson  has  been 
thought  out  carefully,  and  that  of  one  who 
tries  to  teach  a  borrowed  lesson,  as  there 
is  between  the  attractiveness  of  an  orator 
who  speaks  without  notes,  and  the  man 
who  reads  his  sermons  or  speeches.  The 
one  teacher  can  attend  chiefly  to  his 
class,  the  other  must  attend  mainly  to  his 
lesson.  The  difference  in  the  effect  pro- 
duced by  the  two  ways  of  teaching  is  much 
greater  with  children  than  with  adults. 
5.  He  shoiild  use  the  pupils'  eyes. 


Ui 


,8     The  Teacher  Before  Un  Class. 
When  attention  begins  to  fla^',  show  the 

pupils  something.     111^^*';^^'^;^:"'; 
/someway.eveni(thecles.gnedorlc 

,f  the  lesson  has  to  be  c^nngedo^^^^^^^^^^ 

the  illustration  appropnate.     Q'>^^>    '^^ 

lovvn  your  Dible  and  take  up  you   paper 

before,  every  pupil  ">  >"»'  «!»»  "'" 

^^vr,eTc>rrr:iytaA^Bu.,o^y 

half  his  teaching  power,  and  itss 

Sfh^the  receptive  power  of  h,sp^^ 

It  is  often  a  good  plan  to  begin  With 

rnTdrelXu^othtstliat  have  been 
occupying  the  minds  of  the  scholars. 

6  He  Bhould  make  the  pupils 
work  ^?h  their  hands.  If  some  pu- 
X-eTreaming  instead  of  g-"g  act- 

^-rn:;^.r.boVTaue;ur 

■     "     -rviftrft  is  no  other  way  "' 
be  certainly  secured.    Bo>  ^  m^V 


Before  lUs  Class, 

;gins  to  flas.  show  the 

Illustrate  the  work 

I  if  the  designed  order 

to  be  changed  to  make 
ipropriate.  Quietly  hiy 
md  take  up  your  paper 
,encil  in  hand,  lean  for- 

See."  or  "  Look  here." 
have  disappointed  them 
)il  in   your  class  will  tix 

paper. 

ho  only  talks  uses  only 
ling  power,  and  kss 
jptivepowerof  his  pupils. 

,od  plan  to  begin  with 
n  so  as  to  concentrate 
»  on  the  subject  in  hand, 
e  thoughts  that  have  been 

linds  of  the  scholars. 
Id  make  the  pupils 
Leir  hands.    If  some  pu- 
ig  instead  of  giving  act- 
set    them   to  work  with 
5ay."  Now.  boys,  take  your 
a  brief  answer  to  this  ques- 
3  is  no  other  way  m 
,tion  of  an  entire  class  can 
sectired.    Boys  may  look 


The  T-,xclirr  lie/ore  //if  Clans.     29 

.^t  their  teacher  and  be  thinking  ;»l)0';f. 
bears  or  Indians  all  the  while.  If  they 
have  to  write  or  make  something 
they  are  compelled  to  attend.  T he 
tingeis  of  each  pupil  must  be  guided  by 
his  own  mind. 

7.  He  should  not  distract  atten- 
tion. Oveidemonstrative  teachers  direct 
attention  to  themselves  more  than  to 
the  subject. 

Any  of  the  errors  noted  under  the  head 
of  •'  calmness  "  and  "  patience,"  on  pp.  14, 
I  5,  would  interrupt  the  attention  of  a  class. 

Wandering  from  the  subject  to 
discuss  every  topic  that  may  be  referred 
to  during  the  lesson  dissipates  the  atten- 
tion. 

Keeping  pictures  or  objects  to  be  used 
lor  illustrations  in  view  before  they  are 
needed,  or  after  they  have  been 
used,  also  distracts  attention. 

8.  He  should  use  simple  lan- 
guage and  present  his  thoughts 
logically.  Aduks  are  very  liable  to  use 
woriis  which  are  perfectly  incomprehensi- 
ble to  children. 

They  will  also,  unless  constantly  on 
their  guaid,  proceed  too  rapidly.     They 


30     The  Teacher  Before  11/s  Class. 

will  not  think  it  worth  whilt;  to  adapt  the 
r.tt'ps  in  the  protjii'ss  of  thought  to  tin- 
capacity  of  the  little  climhers. 

Sonic  teachers  intermingle  ideas  that 
arc  unrelated  to  each  other. 

Each  of  these  mistakes  leads  to  confu- 
sion of  thought,  and  necessarily  to  lack  of 
interest  and  inattention.  A  pupil  can- 
not give  attention  to  what  he  does 
not  understand. 

9.  He  should  teach  without  notes. 
Attention  to  notes  or  slavish  dependence 
on  a  hook  prevents  the  exercise  of  the 
personal  power  of  the  teacher  in  at- 
tracting attention. 

10.  He  should  vary  his  method 
of  teaching.     'I'liis   's   especially    true 
concerning   the    opening   of  the   lesson. 
The  common  habit  of  invariai)ly  reading 
the  lesson  over  in  the  class  before  com- 
mencing  to  teach  usually  produces  list- 
lessness,   if  not  positive  inattention.      U 
gives  a  bad  tone  to  the  class  at  once,  and 
starts  them  with  a  wrong  key-note.     The 
beginning  should  be  especially  attractive, 
and  it  cannot  be  so  if  its  character  is  un- 
varying.    Throughout   the  entire  lesson 
illustrations  and  anecdotes  should  enliven 


Before  His  Class. 

rill  while  to  adapt  the 
CSS  of  thought  to  thi- 
li  climbers. 

nterniingle  ideas  that 
:h  other. 

istakes  leads  to  confu- 
d  necessarily  to  lack  of 
niion.  A  pupil  can- 
on to  what  he  does 

each  without  notes. 

or  slavish  dependence 
ts  the  exercise  of  the 
•  of  the  teacher  in    at- 

d  vary  his  method 

rhis    is   especially    true 
)pening   of  the   lesson, 
it  of  invariat)ly  reading 
the  class  before  coni- 
\\  usually  produces  list- 
lositive  inattention.      U 
to  the  class  at  once,  and 
a  wrong  key-note.     The 
be  especially  attractive, 
so  if  its  character  is  un- 
jhout   the  entire  lesson 
anecdotes  should  enliven 


T.':    I\achey  Vufore  If  is  Chus.     31 

discussion  and  enforce  application.  The 
mode  of  ipiestioning  should  change;  direct, 
indirect,  elliptical,  alternative,  suggrstive, 
individual,  and  simultaneous  should  suc- 
ceed eacii  other,  and  prevent  the  ilrowsy 
imlilTerence  resulting  I'rom  monotony, 
(ircat  variety  in.iy  be  given  by  the  very 
simi)lc  expedient  of  varying  the  tone  and 
volume  of  voice  used  in  speaking,  the  rate 
of  utier.ince,  etc. 

11.  He  should  determine  to  have 
attention.  I'upils  em  see  without 
opening  their  eyes  quite  as  well  as 
they  can  learn  without  ntfcention. 
A  teacher  could  sit  in  his  chair  in  Sunday- 
school  and  teach  a  class  of  Zulus  in  Africa 
(juite  as  much  as  he  can  teach  his  own 
inii)ils  if  they  are  not  attending  to  him. 
Determine,  then,  to  win  and  hold  atten- 
tion. A  fnan  decision  will  greatly  help  in 
securing  the  desired  object ;  but  remem- 
ber, attention  can  never  be  sustained 
by  demanding  it,  by  coaxing,  or  l)y  threat- 
ening. 

12.  Do  not  be  discouraged  if  chil- 
dren at  first  have  diflBculty  in  giv- 
ing fixed  attention.  The  power  to  give 
attention,  like  all  other  pov.xrs,  grows  by 


3  2      Tin    Tcuhi-r  Ih-p'i'  Hi^  Class. 

praotico.  It  is  a  very  .liHu-ult  thing  for  a 
chiltl  to  pay  sustained  aUunliontollu-same 
filing,  ewn  if  t!iat  thing  he  an  attractive 
object;  it  is  much  hauler  to  ;«iteiiil  lo  a 
Icssdii.  It  is  an  exhaustive  effort  fur  a 
chilli  to  give  lixeil  and  intense  aticnlion. 

Ailcnlion  should  become  a  habit,  and 
lial)its  require  some  time  to  develop.  At 
I'M!.!  teaihers  should  be  satisfied  if  their 
pupils  are  willing  to  attend. 

VI. 

TEACHING  THE  LESSON. 
Having  seated  himself  properly,  having 
with  him  the  projier  materials,  having 
obtained  order,  and.  above  all.  having  se- 
cured attention,  the  te;icher  is  ready  to 
proceed  with  th  •  lesson. 

The  work   of  the  fu  her  in  te.ichi.ig 
each  lesson  may  be  subdivided  as  follows: 
J .  Reviewing  iirevious  ics-  -^ns. 

2.  Explaining  the  lesson  of  to-day. 

3.  Repeating  as  the  lesson  proceeds. 

4.  Drilling  over  the  entire  lesson. 

5.  Applying  the  teachings  of  the  les- 
son. 

6.  Assigning  the  next  lesson. 


■JJ; 


r,,j\»c  lilt  i'/iiss. 

,  very  iliiricult  thing  for  a 
led  .Uttntion  to  till- same 
thing  be  an  attractive 
ch  harder  to  I'ltend  to  a 
exhaustive  effort  fur  a 
and  intense  aticntion. 
d  become  a  habit,  and 
le  time  to  develop.  At 
luld  be  satisfied  if  theit 

g  to  attend. 
VI. 

G   THE   I.F.SSON. 
Ihimself  properly,  having 
oper  materials,  having 
and,  above  all,  having  se- 
1,  the  te;icher  is  ready  to 

lesson. 

the  t'.Hier  in  teachi.ig 
be  sub.livided  as  follows : 
g  previous  les-' -^ns. 
\g  the  lesson  of  to-day. 
g  as  the  lesson  proceeds, 
iver  the  entire  lesson, 
f  the  teachings  of  the  les- 

g  the  next  lesson. 


T/ie  Teacher  Before  His  Class.     33 

{.  The  previous  lessons  should  he  re- 
viewed for  two  reasons  : 

I.  To  deepen  the  impressions  of  the 
tonching  already  done. 

,  To  pnpare  for  the  teaching  of  the 
new  lesson  by  recalling  the  lessons  to 
which  it  is  related,  and  which  may  greatly 
aid  in  dt^-eloping  and  explaining  it. 

Whoever    else    n\ay  conduct   reviews. 

whatever  may  be  the  character  of  such 

reviews,  and  whenever  they  may  be  con- 

ducted,  two  things  must  be  remembered  : 

(I.)  Each  te.icher  must  review  for 

himself.  ,     ,  ,     . 

( 2.)  The  proper  time  for  the  teacher  s 
review  is  before  beginning  the  lesson  ot 

the  day. 

M.  In  addition  to  reviewmg  the  lessons 
of  the  past,  the  teaching  of  the  present 
should  be  repeated : 

1.  To  present  the  lessons  in  new  and 
varied  lights,  so  as  to  secure  a  clearer 
and  more  comprehensive  understanding 
ot  them.  Each  repetition  may  present  a 
subject  in  some  new  aspect. 

2.  To  aid  in  rendering  impressions 
permanent.  "  Practice  makes  perfect ;  " 
repetition  makes  remembrance. 

3 


34     The  IWchfr  He/ore  His  Class. 

Very  many  leachtis  net-lccl  i.UoKtlher 
to-repct  and  rt-reiH-al  the  cluef  facts  of 
the  lUson  as  .t  proceeds.     I  h'-y  try  to 
,H.rf..rn.  the  generally  in.poss.ble  feat  ot 
teaching  all  to  whicli  reference  is  nuide  on 
the  lesson-paper.     It  is  quite  possible  to 
ffo  over  all  the  lesson-paper  in  tlurty-five 
minutes;  it  is  quite   nnpossihle  to  teach 
and  rivet  in  the  iTienu.ry  the  contents  ..( 
;,„   ordinary  lesson-paper   .n    that    t.mr. 
When  three  or  four  facts  have  been  t.iUKh.. 
or  two  or  three  i.rinciples  explained,  re- 
peat, by  questioning  from  the  beginning, 
^d   Lon   to  the  end  of  the  lesson.     U 
,„ay  be  objected  that  the  whole  lesson 
cannot  be  gone  over  in  this  manner.     1  he 
..l.jectol  the  teacher  should  not  be  to  go 

over,  but  to  teach  the  lesson.    Thor- 
oughness is  a  much  better  motto  or  the 

aMd.er  than  speed.     How  much  do  Sun- 

day-school  pupils  generally  know  ot  the 

,,ssons  of  last  year,  or  even  ot  '--'  M"/*;- 

ler }  Very  Uttle.  if  any  thuag.  W  h> 

Chiefly  because  thoroughness  is  sicnhced 
for  s,H;ed.  Let  the  teacher  vs  ho  .snot 
convinced,  honestly  exan,ine  h^  class 
xvith  a  view  of  finding  out  how  hfctte.  not 
how  much,  tlujy  know  about  his  teach- 


lUfort  His  Class. 

;hfrs  neglect  i.lioKtlher 
epcal  t'ne  cluef  fiiclb  of 
proceeds.     They  try  to 
•r.illy  inn)osstble  feat  d 
licli  reference  is  maile  on 
It  is  quite  possible  to 
sbon-paper  in  tlurty-five 
lite   impossible  to  tt-acli 
memory  the  contents  oi 
ion-paper   in    that    time 
ur  (acts  have  been  taught, 
principles  explamed.  re- 
ining from  the  betjinninK. 
,e  end  of  llie  lesson.     It 
d  that  the  whole  lesson 
over  in  this  manner.     The 
icher  should  not  be  to  go 
jaoh  the  lesson.    Thor- 
much  better  motto  (or  tl»e 
eed.     How  much  do  Sun- 
lils  generally  know  of  the 
,ear.  or  even  of  last  quar- 
tle,  if  any  thing.  Why? 
;  thoroughness  is  sacrificed 
:t   the  teacher  who  is  not 
nestly    examine    his    class 
finding  out  how  little,  not 
iiey  know  about  his  leach- 


T/if  leiuher  lief  ore  His  Class.     35 

ing  of  last  year,  and  in  most  cases  an 
apple  will  fall  before  him  uhicii  sluiultl 
lead  him  to  change  his  iiu-lhod  of  teach- 
ing. The  pillars  at  the  piii.hwayto  the 
temple  of  memory  are  intense  atten- 
tion and  frequent  repetition. 

III.  i'lie  pr.ictic.ii  application  "f  the 
truths  of  the  lesson  ou;; tit  to  be  mailt  in 
two  w.iys : 

1.  Incidentally,  as  the  lesson  juo- 
ceeds. 

2.  By  a  briefexplanntion,  at  the  close, 
of  the  duty  or  duties  illustr.iled  or  revealed 
in  the  lesson. 

IV.  Assigning  the  work  to  be  pre- 
pared for  next  .Sunday  is  a  most  impor- 
tant part  of  the  duty  of  llie  te.icher.  It 
should  include  : 

1.  Seleciinij  tlu"  portion  to  bo  com- 
mitted to  memory. 

2.  Pointini^  mit  llie  pirts  of  the  lesson 
to  be  specially  prepared. 

3.  Giving  111  a  few  sentences  an  out- 
line of  the  central  truths  of  the  lesson 
to  enable  the  pupils  to  study  it  more  in- 
telligently. 

4.  A  brief  reference  to  the  connection 
of   the   new   lesson   with  those   already 


S 


i(' 


36     The  Teacher  Before  His  Class. 

taught,  to  awaken  the  interest  of   the 
pupils. 

It'  may  include,  occasionally,  the  assign- 
ing of  different  parts  of  the  lesson  to  the 
sfveral  pupils.  This  aids  in  developing  a 
habit  of  study,  and  secures  the  prejiara- 
lion  of  '.he  lesson.  It  makes  a  boy  feel 
responsible  for  a  duty  exclusively  his 
own,  and  awakens  a  si)irit  of  emulation, 
as  each  will  aim  to  have  his  part  better 
prepared  than  that  of  any  of  his  compan- 
ions. 

The  only  proper  time  to  use  lesson- 
liapers  in  Sunday-school  is  during  the  last 
three  minutes  of  the  time  devoted  to 
teaching,  while  the  work  of  the  next  les- 
son is  being  assigned. 

The  time  spent  in  assigning  the  next 
lesson  is  never  misspent,  but  frequently  is 
tiie  most  fruitful  of  good  results.  The 
duty  of  opening  up  next  Sunday's  work 
should  never  lie  neglected.  A  pupil 
siiould  not  be  sent  into  a  wilderness  to 
look  for  something  which  has  never  been 
described  to  him.  One  of  the  chief  func- 
tions  of  the  teacher  is  to  show  his  pupils 
what  and  how  to  study. 
V.  The  teacher  should  not  talk 


icher  Before  His  Class. 
waken  the  interest  of   the 

lude,  occasionally,  the  assign- 
:nt  parts  of  the  lesson  to  the 
s.  This  aids  in  developing  a 
lldy,  and  secures  the  prepara- 
lesson.     It  makes  a  boy  feel 

for  a  duty  exclusively  his 
iwakens  a  spirit  of  emulation. 

aim  to  have  his  part  better 
an  that  of  any  of  his  compan- 

T  proper  time  to  use  lesson- 

inday- school  is  during  the  last 
tes  of  the  time  devoted  to 
hile  the  work  of  the  next  les- 
\  assigned. 

;  spent  in  assigning  the  next 
ver  misspent,  but  frequently  is 
ruitt'ul  of  good  results.  The 
ening  up  next  Sunday's  work 
rer  he  neglected.  A  pupil 
be  sent  into  a  wilderness  to 
tnething  which  has  never  been 

0  him.     One  of  the  chief  func- 
e  teacher  is  to  show  his  pupilb 

1  how  to  study, 
teacher  should  not  talk 


T/ie  Teacher  Before  His  Class,     yj 

too  much.  Lecturing  or  sermonizing 
is  poor  teaching.  Talking  is  not  the  best 
method  of  teaching.  It  should  only  m.ike 
the  connections  between  the  other  meth- 
ods. Most  of  the  talking  should  be  done 
by  the  pupils,  as  guided  or  led  by  their 
teacher.  The  minimum  of  talk  by  the 
teacher  and  the  maximum  of  work  by 
the  pupils  should  be  the  standard  in  both 
public  and  Sunday  schools. 

VI.  The  langruage  of  the  teacher 
should  be  simple,  (ireat  thoughts  are 
best  expressed  in  simple  language.  The 
minds  of  pupils  are  often  confused  be- 
cause their  teachers  take  it  for  granted 
that  they  understand  the  meaning  of  words 
with  whose  use  they  are  unacquainted. 

VII.  The  steps  inleaming'  shotild 
be  gradu<-l.  AH  teachers  are  liable  to 
forget  the  change  that  has  taken  place  in 
their  own  mental  development,  since  they 
were  children.  This  makes  them  liable 
to  passover,  without  explanation,  passages 
and  words  which  children  do  not  clearly 
understand.  This  leads  to  haziness  of 
thought  by  the  children,  and  develops  the 
clouds  which  it  is  the  teacher's  duty  to 
dispel.    He  is  the  best  teacher  who  most 


,-*&.. .  -t—.-^  —' 


38     The  Teacher  Be/ore  His  Class. 

clearly  remembers  the  feelings  and  men- 
tal grasp  of  his  boyhood. 

Vlll.  Telling  is  not  teachingr.  This 
is  the  golden  maxim  of  true  teaching. 
The  best  telling  is  only  lecturing  or 
preaching,  and  is  the  weakest  of  all 
methods  of  teaching.  The  chief  object  of 
teaching  is  not  communicating  facts,  or 
training  to  listen,  but  training  to  think. 
We  remember  only  a  small  proportion  of 
what  we  are  merely  told,  because  a  listen- 
ing attitude  generally  involves  so  little  of 
positive  mental  activity.  Telling  is  the 
most  ineffectual  kind  of  teaching  because  : 

1.  Pupils  cannot  listen  long  contin- 
uously. 

2.  Even  if  they  could  listen  it  would  do 
them  little  good  to  do  so ;  because  their 
listening  attention  is  rarely  intense 
enough  to  produce  clear  reniembrance, 
and  chiefly  because  storing  the  mind  with 
facts  is  not  developing  it.  "Mind  is  es- 
sentially self-activity.  Mind  lets  nothing 
act  upon  it,  unless  it  has  rendered  itself 
receptive  to  it." 

Telling  may  connect  the  parts  of  a  les- 
son together,  and  may  supply  some  of 
the  materials  out  of  which  to  develop  a 


,-«e- 


:her  Before  His  Class. 

bers  the  feelings  and  men- 
s  boyhood. 

ngisnotteachinsr.  This 
I  maxim  of  true  teaching. 
lling  is  only  lecturing  or 
id  is  the  weakest  of  .ill 
iching.  The  chief  object  of 
ot  communicating  facts,  or 
iten,  but  training  to  think. 
r  only  a  small  proportion  of 
nerely  told,  because  a  listen- 
enerally  involves  so  little  of 
al  activity.  Telling  is  the 
al  kind  of  teaching  because  : 
Eimiot  listen  longr  contin- 

hey  could  listen  it  would  do 
)od  to  do  so ;  because  their 
^ntion  is  rarely  intense 
oduce  clear  reniembrance, 
cause  storing  thv?  mind  with 
levelopingit.  "Mind  is  es- 
ictivity.  Mind  lets  nothing 
jnless  it  has  rendered  itself 

y  connect  the  parts  of  a  les- 
and  may  supply  some  of 
out  of  which  to  develop  a 


The  Teacher  Be/ore  His  Class.     39 

lesson,  but  it  should  never  constitute  an 
entire  lesson. 

The  smaller  the  amount  of  tell- 
ing, the  higher  is  the  ability  of  the 

Teaching  is  not  dragging  pupils  after 
us  up  the  hill  of  knowledge,  but  train- 
ing them  to  climb   for  themselves. 
The  teacher  in  the  garden  of  knowledge 
should   not  pluck  the  fruit  and  eat  it  for 
his  pupils ;  he  should  show  them  the  dif- 
ference between  good  and  bad  fruit,  and 
lei  them  pluck  the  good  fruit  for  them- 
selves.    He  should  not  thresh  the  golden 
grain  from  the  sheaf  of  knowledge,  but 
sliould  train  his  pupils  to  do  so  for  them- 
selves. 

IX.  Good  teaching  depends  chief- 
ly on  skiUftil  questioning.  N  o  teach- 
er should  ever  be  satisfied  until  he  has  ac- 
complished three  things : 

1.  Until  he  is  able  to  lead  his  pupils  to 
ri(;ht   conclusions  by  questioning,  not 

bv  telling. 

2.  Until  his  pupils  answer  his  ques- 
tions freely. 

3.  Until  his  pupils  ask  many  ques- 
tions regarding  the  lesson. 


40     Tke  Teacher  Before  His  Class. 

The  teacher  should  feel  that  he  has 
failed  to  awaken  much  interest  in  his  les- 
son if  the  pupils  do  not  ask  him  questions 
regarding  it. 

VII. 

HOW  TO  DEVELOP  IN  THE  PUPILS  THK 

HABIT  OF  ANSWERING  AND  OF 

ASKING  QUESTIONS. 

I.  Answering  questions.  The  fol- 
lowing rules  will  serve  as  hints  : 

1.  Make  questions  simple.  If  you  do 
not  adapt  them  to  the  advancement  of  the 
class,  the  pupils  must  either  be  silent  or 
guess  at  the  answer.  Silence  is  better 
than  guessing. 

2.  Try  simultaneous  answering  to 
overcome  nervousness.  Simultane- 
ous answering  is  not  a  developing  exer- 
cise, and  should  be  used  very  sparingly  in 
reviewing,  or  in  teaching  the  first  time. 
It  may  be  freely  used,  however,  in  repeat- 
ing the  teachings  of  to-day,  and  may  be 
of  great  service  in  relieving  the  pupils  of 
their  natural  timidity. 

3.  Ask  questions  by  methods  which  are 
easily  answered,  with  a  view  of  form- 
ing the  habit  of  answeringr. 


Before  His  Class. 

juld  feel  that  he  has 
luch  interest  in  his  les- 
[>  not  ask  him  questions 


VII. 

P  IN  THE    PUPJLS  THK 
SWERINU  AND  OF 
QUliSTlONS. 

questions.  The  fol- 
erve  as  hints  : 
ns  simple.  If  you  do 
the  advancement  of  the 
nust  either  be  silent  or 
,wer.     Silence  is  better 

janeotis  answering  to 
T^ousness.  Simultane- 
not  a  developing  exer- 
»e  used  very  sparingly  in 
teaching  the  first  time, 
ased,  however,  in  repeat- 
s  of  to-day,  and  may  be 
n  relieving  the  pupils  of 

dity. 

ns  by  methods  which  are 
ed,  with  a  view  of  form- 
r  answering. 


T/u-  Teacher  Before  His  Class.    4' 

A  suggestive  question,  an  eUiptical 
question,  leaving  only  a  word  or  small 
part  of  the  answer  to  be  given  by  the  pu- 
pils, or  an  alternative  ciuestion.  admit- 
ting only  of  one  of  two  answers,  can  be 
answered  much  more  easily  than  a  So- 
oratio  or  developing,  or  a  direct  or  test- 
ing, question.     It  is  a  good  plan  to  use  the 
former  methods  freciuently,  not  because 
they  are  the  best,  but  to  help  to  lorm  the 
habit  of  answering. 

4  Ask  the  easy  questions  to  the  dull 
or  diffident  pupils.  Th's  will  give  them 
confidence  in  themselves. 

5  Ask  most  questions  to  the  tim.d  or 
backward  pupils.  They  most  need  to 
develop  the  habit  of  answermg.  It  t^e 
questions  are  easy  enough  for  them  to 
answer,   there  cannot  be  too   many   ot 

them. 

6.  Change  the  language  of  your  ques- 
tions. A  set  form  of  words  is  someUmes 
insensibly  adopted  by  teachers  m  askmg 
questions.  This  becomes  monotonous, 
and  monotony  destroys  life. 

7.  Vary  the  method  of  questioning. 
Question  for  simultaneous  as  well  as 
for  individual  answers.    Ask  Socratic, 


„,,_.  «g-        —  ■-  -— ■" 

42     The  Teacher  Before  His  Class. 

direct,  elliptical,  alternative,  and  suggest- 
ive questions.  Take  answers  orally  and 
on  paper.    Vary  the  method. 

8.  Never  try  to  puzzle. 

9.  Never  ridicule  a  pupil  for  an  incor- 
rect answer,  if  it  is  given  in  sincerity. 
The  presumptuous  upstart  may  occasion- 
ally be  benefited  by  having  his  weakness 
clearly  shown,  but  the  earnest  pupil  de- 
serves only  syinpathy  Ironi  the  teacher. 

10.  Praise  judiciously.  Commenda- 
tion stimulates  to  higher  effort.  The 
timid  need  and  deserve  more  encourage- 
ment than  those  who  are  naturally  confi- 
dent and  ready  to  answer.  The  effori; 
to  answer  should  receive  jjraise  more  free- 
ly than  suocesa  in  answering. 

1 1.  Do  not  prompt  when  reviewingr 
or  when  hearing  a  lesson  that  should  have 
been  memorized.  It  is  a  very  bad  moral 
training  for  a  child  to  teach  him  to  be 
careless,  and  to  depend  on  others  for  as- 
sistance m  the  performance  of  his  duties. 
Lessons  only  partially  learned  are  soon 
(brgotten.  Train  pupils  to  be  thorough 
and  self-reliant. 

12.  Be  brisk  in  questioning.  Ready 
answering  is  a  habit,  and  its  development 


Before  His  Class. 

Iternative,  and  suggest- 
»ke  answers  orally  and 
the  method, 
puzzle. 

lie  a  pupil  for  an  incor- 
is  gix'tn  in  sincerity. 
s  upstart  may  occasion- 
oy  having  his  weakness 
t  the  earnest  pupil  de- 
thy  Ironj  the  teacher. 
Jiciously.  Commenda- 
o  higher  effort.  The 
serve  more  encourage- 
vho  are  naturally  confi- 

0  answer.  The  effort 
eceive  praise  more  free- 
in  answering. 

mpt  when  reviewing^ 

1  lesson  that  should  have 
i.  It  is  a  very  bad  moral 
jld  to  teach  him  to  be 
lepend  on  others  for  as- 
rforrnance  of  his  duties, 
rtially  learned  are  soon 
\  pupils  to  be  thorough 

in  questioning.  Ready 
ibit,  and  its  development 


The  Teacher  Before  His  Class.    43 

is  promoted  by  rapid  questioning.  Do 
not  hurry  the  pupils  '"  g'^*"«  ^'^" 
swers.  but  get  ready  question  three,  wh.le 
qneslion  two  is  being  answered^ 

11.  Getting  questions  flrom  the 
nuoUs.    Tlie  importance  of  this  cannot 
nver-estin,atcd.      If  Rood  teaching  ts 
being  done,  they  will  be  suflficiemlymter- 
ested  to  ask  questions  about  the  lesson. 
Children  naturally  ask  a  great  many  ques- 
tions, and  parents  are  often  struck  w.th 
the  remarkable  acuteness  shown  by  them 
in  doing  so.     They  should  contmue  to 
l,ave  inquiring  minds  through  life,  and  m 
,„ost  cases  would  do  so  only  that  parents 
and  teachers  put  them  off  without  satis- 
factory answers,  and  sometimes  with  re- 
proofs.    This   greatly   injures    children. 
Ihey  may  be  led  to  revive  their  former 
custom,  and  to  ask  questions : 

,    By  awakening  their  interest  in  the 
lesson,  by  making  it  attractive  and  show- 
ing the  benefits  it  may  confer. 
2  By  urging  them  to  ask  questions. 
,"  By   always  answering   questions 
asked  respectfully.     Do  not  expect  a  class 
to  be  satisfied  with  "  I  do  not  know. 
Find  out  during  the  coming  week,  and 


1 


44     The  Teacher  Before  His  Class. 

answiM-  the  question  in  the  next  lesson, 
(^ielly  teach  on.  ignoring  totally  qm  s- 
lions  asked  to  exhibit  smartness,  or  i  > 
puzzle,  and  you  will  not  have  many  such 
questions  asked.     Uo  not  get  anfirry- 

4.  IJy  teaching  chielly  by  queation- 

ingr- 

5.  liy  leavingr  a  point  of  interest  un- 
finished. Make  them  hungry,  and  thi-y 
will  ask  for  food. 

6.  by  assigning  to  each  pupil  a  portion 
of  the  lesson,  about  which  to  question  the 

teacher. 

7.  By  encouraging  the  pupils  to  pre- 
pare written  questions. 

The  following  rules  in  questioning 
should  be  followed : 

J.  Uo  not  ask  questions  in  rotation. 

2.  While  asking  a  question  do  not  point 
to  the  pupil  whom  you  wish  to  answer. 

3.  Do  not  even  look  fixedly  at  the  pu- 
pil whom  you  wish  to  answer  while  giv- 
ing the  question. 

4.  State  the  questions  to  the  class  as  a 
whole,  then  ask  one  member  for  an  an- 
swer. 

5.  Uo  not  pause  for  answers  when 
reviewing  most  subjects. 


\  \ 


Before  His  Class. 

on  in  the  next  lesson, 
ignoring  totally  qu' s- 
hibit  smartness,  or  i  « 
ill  not  have  many  such 
Uo  not  get  an^y. 
chielly  by  queation- 

a  point  of  interest  un- 
them  hungry,  and  tlu-y 

to  each  pupil  a  portion 
It  which  to  question  the 

ing  the  pupils  to  pre- 
lestions. 

rules    in    questioning 

1: 

juestions  in  rotation. 
I  a  question  do  not  i)oint 
n  you  wish  to  answer. 
look  fixedly  at  the  pu- 
ih  to  answer  while  giv- 

estions  to  the  class  as  a 
.  one  member  for  an  an- 

(Use  for  answers  when 
t  subjects. 


Th.'  Teacher  Before  Hh  C/ass.     45 
r.    l)„  not  look  steadily  at  the  pupiUvho 

^%^Tno?rfpeat  a  question  for  those 

who  were  inattentive. 

^^^8    Be  sure  to  ask  questions  promptly. o 

.UosewhoareinlhesUghteBtdegiee 
inattentive. 


QUESTIONS  FOK  F-XAMfXATWy. 

Ml. 

,    How  shouU.  the  .«cher  be  ,e..ed  wUh  referenc, 

'".'^Vh.rilUuUl  pupils  "ot  be  allo^cci  to  .it  h.hinJ 

""l.'wtrlhouM  .he  .eachcr  bring  with  him  to  hi« 

•^'■"^ci         ,1„.  the  te.ncher  should  not  confine  hi>n«lf 
J.  bhow  th.-.l  '7 '?.^,'-,"  lion  Hook"  in  tenthin^. 

"V'^^^fi"-"'--  <^^  -V'  ""  "'""  "        ' 

h^ve  his  <mn  HVhl,-.^^^  __^^^^__^        illustration  in  an  or- 
dinary class  in  •;>  S;"'';'.^,>;3as  teachers  use  them? 
?Ehr;Ky:i"^.ch  pupils  may  >.e  the 

"^;ii^i^Ss^:;^;;^'vtr::s-3vcansedis- 

"  w.'  How  «n  every  pnpil  bc.t  be  compelled  to  try  t, 
answer  each  question  ? 


■f 


Ml 


^isa 


46     T/ie  Tculur  Defore  If  is  Clans. 
III. 

'".rtit  ihr  .lu.y  of  .he  superintendent  to  keep  ....Ic, 
'";I"H!:^:^/manvM,perin.c„,le„.s  cau«  much  .li.- 

-ir^.r:i\Y'eSy:^»"ii:ii-»p"'''--''"'''^-- 

slight  offense  ? 


IV. 

,q.  St.Me  clearly  the  difference  he.ween  stilh.ew  .ird 

"^t  "shnw  .h.t  Innkmg  H.  »  whole  das.  dc,,.-nd.  m, 

"'^'"i^S;'c<rh.^on:i;«e„entiaUn  giving  .he  eye 

":r  Wh?  Kid  inattention  or  disorder  be  checked 

'",'3!"s.'a.e  fournrderly  pl»n;  f"^  checking  disorder 
\\  Show  the  advaniaBC  of  calmness  on  the  pa.,  o. 

"^^^S^Z  ^-ch^r-s  standard  of  order  „... 

•"X  When'  may  a  teacher  properly  show  that  he  .s 

'"'IrUist^ngnish  between   righ.eo,.s  anger  and    ill- 

:S;:;'oh:;;;^i'2^^:^^^^-r^F' "' 

U  Rebuked  .he  "Ll^eV.  i.Jn,.  nee  i.  greatly  weakened. 

"7  r;.r'dt,  [o  «'^.!rc  oXile  P..pn-"""  be  I'J,^ 
b..V;.    Show  the  difference  between  r.ght  and»^..^^ 

"t^ltate'A'y'i"!  condition.  e»en.ial  .0  good 
order  i 


«b,B 


Before  Uh  (Vrt.w. 
III. 

li,-^  of  a  lencher. 
mental  iiii»l.ik.rs  are  gfiicrallv 
icachcm  conctrnini!  "ro<T  [ 
4  111  urove  thai  tlie  "rdir  in  .1 
e  even  belter  than  In  tlit  "f  n- 

le  sniierintendcnt  to  keep  otiler 

IR-rintcndents  cause  much  ili«- 
iiuict  a  1  ale  ?  ,    ,      f 

s  follow  a  public  rebuke  fir  a 


IV. 

difference  between  »lillne«  .ird 

riK  at  a  whole  das*  depends  f\\ 

l^aK  essential  in  giving  the  eye 

ttentinn  or  disorder  be  checkid 

Iv  plans  for  checkinR  disorder, 
iiascof  calmnc»on  the  part  ol 

[» order.  .      ,     *       i  . 

s  teacher's  standard  of  order  n.i 

Eacher  properly  show  that  he  1- 

twecn   righteous  anger  ami    ill- 

by  keepine   the  "personal  ele- 
n  dealing  with  an  offender  > 
hould  anger  lie  shown  I 
pds  sympathize  will,  a  pnpd  who 

!>■»  inniience  is  greatly  weakened, 
be  avoided  ?  t    1      . 

lire  order  the  pupi  s  must  be  kep 
ference  between  right  and  w  runi: 

»ical  "condltioni  essential  to  ijood 


The  Teacher  Ucfore  His  Class.    47 

V. 

„,  Show  dearly  the  distinction  between  a.teniinn 

^":r(ln'«"l:V'd-  the  power  to  exercise  controlled 
•""""vVl.'a'k'm/nf  .-.-'"tion    should    be    expecu-.l 

^'-^>;.[;:::^v2'd:nfc..ra.eris.ic.^^ 
iari!;"^r,:!:;iu*i^"'::J"- 'c-'^  »''"""•- 

'"riyrly^^ie^H""^^""*^--^''"^'"  ''f  '- 

''*T  'what  course  should  a  teacher  pursue  when  asked 

. Question  which  h«  <•»"-'«'  f';;;;«;f,,,i,,,h.,odofwhi.h 

.HjeCr-ini^XnUge  in  sccunug  alien- 


lion. 


?;   Why  is  it  essential  for  the  teacher  to  think  out 

memorizing  f t'^^^fi'f  .*      v,„  may  use  the  eyes  of  his 
.(.    Show  li'T*'  the  icacner  ih^y."    .u.,- 

-^-(k^l^^'t^tf^wiyi^;:^- -"'-""' 

•  ^'^^allte'wa;:'^-:  which  teacher,  often  distract 
■"r'shonld  teachers  remiire  sustained  attention  for 
a  long  time  from  young  pupils  . 


VI. 

jaWvide  the  work  of  the  teacher  in  teaching  a 
lesson  into  six  parts.  Wir.il  order. 

ducted  ? 


4:-(     The  Tciulm   nefor<-'  //A  Chn. 

.  ,,.  \VI,y  shnuM  the  l«.:l.il.H  I'-  "l"->"-'  "'  '"''' 
'"V'inwh.t  twow.y..l.n..l.l  tl.«  vracknl  «pi.lic..- 
'"::U'I;;;'i::;r"lnne"»r:  in.lua,aln  .h.  .«il.nl„« 

'''■,"y"\VI„.t  are  ll.«  ihrre  f>..Ml«m.nt|.l  ...a  .-.s...ti..l 
,e,,uireii.emi  in  rcgara  lo  .iiicsuoiuiitf . 


VM. 

«,    If,,„estiomnrrtnn,Iimn,U  for  a  cU",  wh.M  «n- 
"':f,.-    What  restrictions  „n.st  ho  n1,s,-rvc.l  in  ,,-ioK  ih..- 

":i:";^^;'::;,";:^l';;u^'^"r(;r;:^^ea  w,.ic, v.rv 

"tf  Towh.t  clas,  of  p-.pils  shnt.l.l   tnns,  <,„cstio.„ 
"';;'  Why'sh^.uM  the  teacher  praise  .he  p.tpils  when 

'"' '\';ive'eri  rules  for  questioning. 


B  leacliinu  l«  r.l"!!-:'!  i"  '••>■ '' 
y«»hmilil  ilie  ».ri>rli.iiliipi'li';.> 
Tn'rc  indmleJ  in  the  a>>.i«iii"4 
'<"    inav  Wow  >'"'  "'"ifti'i"*  "' 
...v.lin;;  ill'    i.i.ilivi:  propnili.." 

f''::^li;M:f.i"^^'iif""-"-' 

1  uliiii:  kiHiwIfilKi" '       ... 
„,„.|,„»vlliallflliiiBi«lh<-l<--'^< 

\m wet  il'ics  Koml  leaching  in«iiil> 

ihrce  fii".iiiincnt..l  aiiU  et.semi.il 
ril  lo  iiiicMioiiiiitf  ■' 


Vll. 

r  tr...  ililTinill  for  n  rU",  wh.M  an- 

rcMi'lV  from  simiitl:infnin  nn-wrt- 

„ns  must  ho  nhvrve.l  in  i.-in*  the 

il  iif  aiiHWeriiiR  ? 

,uesli..ll^  lie  a-kct  which  arr  ver> 

milil    the    simrlc-^t    question*    \v 

,  of  pupils  shn.il.l   most  qiicstioii. 

a.hnrlry  topii«I'--li'-P»I'''f'i  f.,r 
,  who    try  hilt   I'lil    '"=    1"'"^"'*''  ^'" 

ihc  teacher  praise  the  pupil*  *>>«" 

'llllt"  ^iRhly  praise  in  VmpnpiU' 
1  effects  of  pri.Miptiiii!,  hoth  moi-U> 

,  he  encoi.raK<Ml  to  asW.iluesti.m.- 
pilsh<!leiltoa»kmiu»tion.coii.i 


ales  for  queutioning. 


,/ 


THE  CHAUTAUQUA  TEXT-BCOKS. 

""•,1?^;  ^^';-,^|?'''^*^""^-"«^' ■'•«•>"■  Al- 

'^"■-jk'ASsics''^'^^       ^'*°*'       ANCIENT 

f     No.  «8,  MANNERS    AND    CUSTOMS    OF     ' 
BIBLE  TIMES.     Bv  .K  M.  ].>.,."«;,    |,  if     , 

^°-C^i^^^^'l  ANTIQUITY  AND  Lan: 
GUAOE.     Ky  M.  S.   r.Miv.  D.I)  i 

~°Z-  '^t'*i,'^°K'-»  OF  MISSIONS,     li. 

Iloiiry  K.  Unroll  •      . 

'^"■c^HR^t'^T.  '^,°F.P  ^'^^^  THINK  OF 
l-MKISr.     Uy  I.,  r.  Ti.wH>,.n,I.  |>  I»  1 

"Jia-^A  BRIEF  OUTLINEOF  THE  HIS 
TORY  OF  ART.  Uy  .Mi."\l.' "  1^',^ 
rorf.st. ... 

No.  33.  ELIHUBURRlTT:"TheLcarnt-d 
Blacksmith"     liy  (  We*  N,.,.,|,„„|       ""■"     „ 

No.  3,.  ASIATIC  Hii TORY  :  China.  Corea 
Japan.     Kv  l.Vv.  WiU4in,  K|  i„t  i,,iffi. 

tApv" '■.i^"?*??  P^  general'  His- 

No.  36.  ASSEMBLY  BIBLE  OUTLiNES. 
I»y  •!.  II.  Viriii'iii.  I)  I)  ,, 

^i^E^^^i^i^^i r^/^A'-  °"^-  „ 

^^•■^k ,  '''?,^.  SUNDAY-icHOOL  NOR- 
MAL  CLASS.     Ity  .1.  H.  Vi.nni.  I)  |)  |c 

No, 40.  NORMAL  OUTLINES  FOR  PRI- 
MARY  TEACHERS.    «y  Mr,^W  Kt^St;     M 

^"ft^iSVo'iitfr  '  Broadway,  New  York. 
WArUE«aVrOW|«Cinpinnati,  Ohio, 


IE  CHAUTAUQUA  TEXT-BOOKS. 

'«^{'i^^,^r °°^-  »^- «-  •' ' ;: 

: ^T.-i E  ta'bernXcle;  •  liy'i;..*. ;r„ii„    '" 

•^^l/^D'NGS       FKOM       ANCIENT     '" 

;^  MANNERS    AND    CUSTOMS    OF     '" 

•  MANS   ANTIQUITY  AND    LAN:     '" 
AOE.     Ky  M.  S.  Tmv.  D.I)  in 

THE  World  of  missions,   li. 

ii-y  K.  Unroll  •      . 

rW"AT  NOTEp  MEN  THINK  OF 

BV^np^fi'J^'^h'NEOF  THEHISI 
RV    OF    ART.     By    .Mis.,   .}„u,    IJ.    (),. 

?^'"".,«"RRirT:  "The  Lcurn.d     '" 

ASIATIC  Hii TORY  :  China.  Corea 
.n.     Rv  i;,.v.  WiH4in,  K|  i„t  ...iffls.  ' 

OUTLINES    OF  GENERAL   HiS- 

ASSEMBLY    BIBLE  OUTLiNES 

'.  II.  Viriiciii.  I)  I)  „> 

ASSEMBLY      NORMAL     OUT- 
ES.     By.I,  H.  VI  «,„t.  U.I)..    .  10 

THE  LIFE  OK  I.HR1ST.      Uy  i:,.v 

, ''  i*,^-    SUNDAY-SCHOOL    NOR- 

L,  CLASS.     Ky  .1.  H.  Vi..<vhi.  I)  |)  |o 

NORMAL  OUTLINES  FOR    PRI 

*Y  TEACHERS.    «y  Mr,v\V  K(Wlt.     Ju 

^SRI^^.ISM2^  Broadway,  New  York. 
•*«W#rov^«Cinplnnati,  Ohio, 


■*^ 


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